Path Analysis Of The Influence Of Teachers' Key Teaching Behaviors On Junior High School Students' Mathematics Adversity Quotient

Nowadays,science and technology progress rapidly,human development is also fast,China's education level is getting better,the psychological changes of the students are valued.However,We can not ignore the junior high school students in the process of learning mathematics in the ability to resist frustration.Teachers are the leaders in the teaching process.Teachers' key teaching behavior deeply affects the students' mathematics adversity quotient.It 's very useful and can improve students' ability to resist setbacks in mathematics.In this paper,471 junior high school students in Xining,Qinghai Province were investigated for their key teaching behavior and mathematics adversity quotient.First of all,the author carries on the statistical analysis to the junior high school teacher's key teaching behavior and the mathematics adversity quotient,has studied their correlation with the mathematics achievement.Finally,the path model of teachers' key teaching behavior affecting mathematics adversity quotient in junior high school is constructed.The results show that the first grade mathematics teachers pay more attention to the students' listening behavior,while the second and third grade mathematics teachers pay more attention to the teachers' display behavior.There are significant differences in mathematics adversity quotient in different grades,and the third grade students have the highest level of mathematics adversity quotient.There is a significant positive correlation between teachers' key teaching behavior and mathematics adversity quotient and mathematics achievement.Teachers' questioning behavior and teachers' display behavior have a direct and positive impact on freshman's mathematics adversity quotient.Students' listening behavior has a direct and positive impact on the mathematics adversity quotient of second students.Teachers' questioning behavior,teachers' display behavior and students' listening behavior have a direct and positive impact on junior three students' mathematics adversity quotient.Mathematics achievement has a positive influence on mathematics learners in every grade of junior high school,and the influence on the second grade students is stronger than that of other grades.Teachers' questioning behavior,teachers' presentation behavior and students' questioning behavior indirectly affect the freshman's mathematics adversity quotient through the influence on mathematics achievement.Teachers' questioning behavior and students' listening behavior indirectly affect the second grade students' mathematics adversity quotient through the influence on mathematics achievement.The interaction between teachers and students,teachers' questioning behavior,students' questioning behavior and students' listening behavior indirectly affect the mathematics adversity quotient of junior three students through the influence on mathematics achievement.